Definition of the target group(s)

Special education is provided to the following groups of children and young people who require special organisation of the teaching and learning processes and special working methods:

• children and young people with disabilities:
  • with an intellectual disability:
    • a mild intellectual disability,
    • a moderate intellectual disability,
    • a severe intellectual disability;
  • deaf;
  • with hearing impairment;
  • blind;
  • with visual impairment;
  • with a motor disability, including aphasia;
  • with autism, including Asperger’s syndrome;
  • with multiple disabilities;
• socially maladjusted children and young people;
• children and young people at risk of social maladjustment.

Special education is provided to pupils on the basis of a statement of special educational needs (SEN) (SEN statement) (referred to in the legislation as ‘a statement on the need to provide special education’), issued by a counselling and guidance centre. A SEN statement sets out recommended forms of special education, depending on the type of disability, including the degree of intellectual disability. (A statement is a legally binding decision-type document (as opposed to an opinion which is a recommendation-type document; see below).

(Article 127, Act of 14 December 2016, The Law on School Education (as subsequently amended)/ (ustawa z dnia 14 grudnia 2016 r. ‒ Prawo oświatowe)

(Regulation of the Minister of National Education of 9 August 2015 on the conditions for providing education and care to disabled and socially maladjusted children and those at risk of social maladjustment / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie warunków organizowania kształcenia, wychowania i opieki dla dzieci i młodzieży niepełnosprawnych, niedostosowanych społecznie i zagrożonych niedostosowaniem społecznym)

The term ‘multiple disabilities’ refers to at least two combined types of disability:

• deafness;
• hearing impairment;
• blindness;
• visual impairment;
• a motor disability, including aphasia;
• a mild, moderate or severe intellectual disability;
• autism, including Asperger’s syndrome.

(Article 4, section 32, The Law on School Education)

Children and young people with a profound intellectual disability participate in the compulsory preschool preparatory year and in full-time and part-time compulsory education provided in the form of rehabilitation-and-education classes.  

Children and young people take rehabilitation-and-education classes on the basis of a statement identifying the need for such individualised or group activities, issued by a counselling and guidance centre.

(Article 36, section 17, The Law on School Education)

(Regulation of the Minister of National Education of 23 April 2013 on the conditions and organisational arrangements for rehabilitation-and-education classes for children and young people with a profound intellectual disability / Rozporządzenie Ministra Edukacji Narodowej z dnia 23 kwietnia 2013 r. w sprawie warunków i sposobu organizowania zajęć rewalidacyjno-wychowawczych dla dzieci i młodzieży z upośledzeniem umysłowym w stopniu głębokim).

If, due to their health condition, children or young people are unable to attend a nursery school, an alternative preschool education setting or a school, they follow individualised one-year pre-school preparatory classes or an individualised learning programme, based on a statement identifying the need for such type of provision.

(Regulation of the Minister of National Education of 9 August 2017 on individualised compulsory one-year preschool preparatory education for children and individualised learning programmes for children and young people (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie indywidualnego obowiązkowego rocznego przygotowania przedszkolnego dzieci i indywidualnego nauczania dzieci i młodzieży)

The school education system provides early childhood development support from the time when the child’s disability is diagnosed until the time when the child starts school. It is based on an opinion recommending early childhood development support (referred to in the legislation as “an opinion on the need for early childhood development support’). An opinion is a recommendation-type document (as opposed to a statement, such as a statement of special educatiional needs, which is a legally binding decision-type document).

(Art. 127, sections 5-9, The Law on School Education)

(Regulation of the Minister of National Education of 24 August 2017 on early childhood development support / Rozporządzenie Ministra Edukacji Narodowej z dnia 24 sierpnia 2017 r. w sprawie organizowania wczesnego wspomagania rozwoju dzieci).

Assessment committees in public counselling and guidance centres issue statements and opinions on the following matters:

• statements (referred to in the legislation as ‘statements on the need for’):
  • special education (statements of special educational needs);
  • individual or group rehabilitation-and-education classes;
  • individualised preschool preparatory year;
  • individualised learning / teaching; 
• opinions (referred to in the legislation as ‘opinions on the need for’): early childhood development support.

(Regulation of the Minister of National Education of 7 September 2017 on statements and opinions issued by assessment committees in public counselling and guidance centres / Rozporządzenie Ministra Edukacji Narodowej z dnia 7 września 2017 r. w sprawie wydawania orzeczeń i opinii działających w publicznych poradniach psychologiczno-pedagogicznych).

As part of the government programme offering comprehensive family support, ‘For life’ (information n Polish only), which was established in 2017, specialist care is also available to children at risk of developing a disability (in particular, children up to 3 years of age) and their families.

Specialist care includes rehabilitation activities and nursing care. It is provided in the leading coordination-rehabilitation-care centres, based on a medical certificate.

There were 320 such centres in 2022.  On average, they provide early development support to around 16,500 children and families per year.

(Act of 4 November 2016 on the ‘For Life’ Support Programme for Pregnant Women and their Families (as subsequently amended)/ Ustawa z dnia 4 listopada 2016 r. o wsparciu kobiet w ciąży i rodzin „Za życiem” )

(Resolution no. 160 of the Council of Ministers of 20 December 2016 on the comprehensive family support programme, ‘For Life’(as subsequently amended) / Uchwała Nr 160 Rady Ministrów z dnia 20 grudnia 2016 r. w sprawie programu kompleksowego wsparcia dla rodzin „Za życiem” )

Regulation of the Minister of National Education of 5 September 2017 on the detailed tasks of the leading coordination-rehabilitation-care centres / Rozporządzenie Ministra Edukacji Narodowej z dnia 5 września 2017 r. w sprawie szczegółowych zadań wiodących ośrodków koordynacyjno-rehabilitacyjno-opiekuńczych )

For pupils with specific learning difficulties, educational requirements, based on a curriculum, are adapted to their individual developmental and educational needs and psychological and physical abilities. Such pupils also receive psychological and educational support.

Specific learning difficulties are understood as learning difficulties experienced by pupils with normal intellectual abilities whose problems with learning the contents taught result from their specific perceptive, physical and cognitive characteristics that are not related to any neurological problems.

(Article 3, section 33, The Law on School Education)

Specific learning difficulties are diagnosed and confirmed in an opinion by specialists working in a counselling and guidance centre.

Opinions on specific learning difficulties are issued by:

• public counselling and guidance centres; and
• non-public counselling and guidance centres which are established under Article 168 of the Law on School Education and employ specialists with qualifications required of specialists working in public counselling and guidance centres.

(Article 127, section 11, The Law on School Education)

Opinions on specific learning difficulties can be issued to pupils:

• not earlier than after grade III of the primary school;
• not later than upon completion of education in the primary school; and
• only in duly justified cases, to a pupil of a post-primary school. 

(Regulation of the Minister of National Education of 22 February 2019 on the assessment, eligibility for assessment and promotion of pupils and learners in public schools / Rozporządzenie Ministra Edukacji Narodowej z dnia 22 lutego 2019 r. w sprawie oceniania, klasyfikowania i promowania uczniów i słuchaczy w szkołach publicznych).

With a permission given by the head of a school, particularly gifted children and young people can follow:

• an individualised learning programme; or
• an individualised learning path.

Regulation of the Minister of National Education of 9 August 2017 on the conditions and procedures for granting permission to follow an individualised learning programme or learning path and the organisation of an individualised learning programme or learning path / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie warunków i trybu udzielania zezwoleń na indywidualny program lub tok nauki oraz organizacji indywidualnego programu lub toku nauki)

Permission is granted:

• at the request or with the consent of an adult learner or of a child’s parents;
• after consultation with the school's teaching council and a public counselling and guidance centre, including a specialist centre;
• upon completion of at least one year of education, or after the pupil’s mid-year assessment and in duly justified cases.

Psychological and educational support (counselling and guidance) is provided to all pupils who have been found to be in need of such support. All institutions in the school education system are required to provide psychological and educational support.

Although the legislation does not define special educational needs, the term is understood very broadly, and its meaning is determined by the needs of a child, pupil or learner.

Special needs may result, in particular, from:

• disability;
• social maladjustment;
• risk of social maladjustment;
• behavioural or emotional disorders;
• special talents;
• specific learning difficulties;
• competence deficits and verbal communication disorders;
• a long-lasting illness;
• crisis or traumatic situations;
• school failure;
• child neglect resulting from the financial situation of the pupil and his / her family, ways of spending free time and contacts in the home environment;
• adaptation difficulties due to cultural differences or to the change of the learning environment, for example, upon return from abroad.

Psychological and educational support is provided to the child on the basis of:

• an assessment of the child’s needs by the teacher conducting classes, class tutor or a specialist;
• an opinion identifying the need to provide such support, issued by a public or non-public counselling and guidance centre;
• a statement identifying the need to provide such support, issued by an assessment committee in a public counselling and guidance centre.

Support can also be provided at the request of:

• parents;
• pupils themselves;
• the head of the nursery school or school (or another educational institution);
• a teaching assistant;
• a Roma education assistant;
• a school nurse (referred to as an educational setting nurse) or a school hygienist;
• a social worker;  
• a court custodian;
• a family assistant;  
• a non-governmental organisation;
• an institution or entity working for family, children and young people.

The following arrangements are in place for children and pupils who can attend a nursery school, an alternative preschool education setting or a school, but who have difficulties in functioning in a peer group:

• an individualised path for the compulsory preschool preparatory year;
• an individualised learning path.

To follow an individualised path, pupils should have an opinion from a counselling and guidance centre recommending this type of support.

(Regulation of the Minister of National Education of 9 August 2017 on the rules for the provision and organisation of psychological and educational support in public nursery schools, schools and institutions (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie zasad organizacji i udzielania pomocy psychologiczno-pedagogicznej w publicznych przedszkolach, szkołach i placówkach)

An individualised path is not available to preschool children and school pupils participating in special education. They may take classes on an individual basis or in a group of up to 5 participants, based on an individualised education-and-therapy programme.

(Regulation of the Minister of National Education of 9 August 2017 on the rules for the provision and organisation of psychological and educational support in public nursery schools, schools and institutions (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie zasad organizacji i udzielania pomocy psychologiczno-pedagogicznej w publicznych przedszkolach, szkołach i placówkach)

Schools provide medical care to pupils which includes:

• preventive healthcare for pupils until they reach the age of 19;
  • for pupils who have a statement of special educational needs until they finish a post-primary school;
• health promotion;
• dental care until pupils reach the age of 19.

Public schools are also required to provide access for pupils to a prevention healthcare and pre-medical care office.

A school nurse (educational setting nurse) and a school hygienist are not school employees and only provide preventive healthcare services within the premises of a school.

(Act of 12 April 2019 on Healthcare Services for Pupils / Ustawa z dnia 12 kwietnia 2019 r. o opiece zdrowotnej nad uczniami)

Non-Polish nationals in full-time or part-time compulsory education are offered educational support on the same conditions as Polish nationals, but only until they reach the age of 18 years or finish a post-primary school.

(Art. 165, sections 1-2, The Law on School Education)

Specific Support Measures

All children and young people, including those who have a statement of special educational needs (SEN statement), may attend mainstream nursery schools and schools. The decision is taken by the child’s parents or the adult learner.

A public primary school may not refuse to take a child who lives in its catchment area. 

Assessment of progress, promotion, and mid-year (end-of-term) and end-of-year assessment

The statutes of a school lay down detailed arrangements for internal pupil assessment.

When giving mid-year (end-of-term) or end-of-year marks for behaviour to a pupil with diagnosed developmental disorders or disfunctions, teachers should take into account the impact of such disorders or disfunctions on the pupil’s behaviour, based on:

• a SEN statement; or
• a statement on individualised learning; or
• an opinion from a counselling and guidance centre, including a specialist centre.

If the mid-year or end-of-year assessment (or end-of-semester assessment in a post-secondary school) demonstrates that due to the level of his / her learning achievements,  the pupil will be unable or will find it difficult to continue education in a higher grade (or a higher semester in a post-secondary school), the school is required to provide conditions for the pupil to bridge the gaps in learning.

Teachers are required to adapt educational requirements to the pupil’s individual developmental and educational needs and psychological and physical abilities. This principle applies to all types of mainstream, integration and special schools.

Educational requirements are adapted on the basis of:

1. a SEN statement and recommendations in the individualised education and therapy programme;
2. a statement identifying the need for individualised learning;
3. an opinion from a counselling and guidance centre, including a specialist one, on specific learning difficulties or an opinion from another counselling and guidance centre, including a specialist one, recommending such adaptations;
4. an assessment of the pupil’s individual developmental and educational needs and individual psychological and physical abilities, carried out by teachers and specialists conducting classes for the pupil;
5. an opinion from a medical doctor on the pupil’s limitations in performing specific physical exercises during physical education classes.

For example, the following adjustments can be made to methods and forms of work with the pupil to address his / her needs resulting from difficulties or developmental disorders:

• adjusting the method of communication with the pupil;
• extending working hours where necessary;
• dividing the material into smaller segments, reducing the number of tasks to be performed, and increasing the number of exercises and revisions;
• making frequent references to concrete examples, and applying a heuristic method which promotes multi-sensory cognition;
• using additional teaching resources and technical equipment;
• repeating rules applicable in the classroom, setting clear limits or boundaries and ensuring that they are respected.

The progress made by pupils in special education is assessed periodically, regardless of whether they attend a mainstream, integration or special nursery school, alternative preschool education setting or school. A multifaceted specialist assessment, conducted periodically by teachers and specialists, makes it possible to modify the individualised education-and-therapy programme for each pupil and to adjust the level of expected achievements to the pupil’s abilities.

Nursery schools and schools at all education stages use descriptive assessment for pupils with a moderate or severe intellectual disability. Due to the specificity of education provided to such pupils and the individual pace and scope of their learning, achievements in each sphere of pedagogical and rehabilitation intervention are planned on an individual basis.

The rules for promotion and assessment of disabled pupils with normal intellectual abilities and pupils with a mild intellectual disability are the same as for pupils without a disability.

Pupils are promoted to a higher grade if they have received, in accordance with specific criteria, positive marks for all compulsory subjects and classes, except subjects and classes from which they have been exempted. The decision to promote a pupil to a higher grade is taken by the school’s teaching council. A pupil who has not been promoted to a higher grade (or to a higher semester in a post-secondary school) repeat a given year (or semester).

For a pupil with a SEN statement attending an integration school or class, a mid-year or end-of-year mark for classes is given by the teacher conducting the classes after consultation with a teacher employed to co-provide education. The same rule applies to mainstream schools and classes where a teacher is additionally employed to co-provide education to pupils holding a SEN statement.

In a school at a district education centre, juvenile detention centre or juvenile shelter care home, mid-year and end-of-year marks are given by the class tutor after consultation with teachers and tutors of this institution.

In the school years 2021/2022 and 2022/2023, a pupil who is a Ukrainian national   and attends a preparatory unit , does not undergo an end-of-year of assessment if the school’s teaching council establishes that:

• the pupil has no knowledge of the Polish language or his / her knowledge of the Polish language is not sufficient to follow the education programme; or
• the range of classes taught in a preparatory unit does not make it possible to conduct an end-of-year assessment of the pupil.

Neither does such a pupil undergo a mid-year assessment, but he / she receives a certificate of preparatory class attendance, which includes the following information:

• the number of hours of Polish language classes attended;
• the classes attended, together with the number of hours of each type of classes, and a descriptive assessment of the pupil’s knowledge and skills;
• the pupil’s aptitudes, abilities and interests;

and other information about the pupil that the teacher conducting classes considers relevant to the further education process of the pupil.

A preparatory unit in a stage I sectoral vocational school or a technical secondary school enables pupils to take selected elements of the core curriculum for a given occupation (as defined for sectoral vocational education).

Since pupils attending preparatory classes in a vocational school cannot achieve all learning outcomes defined in the core curriculum for a given occupation, they are not eligible for assessment provided that they meet the conditions listed above. In such cases, a certificate of preparatory class attendance will help to assign them to the appropriate class in the next school year.

(Regulation of the Minister of Education and Science of 21 March 2022 on the organisation of education and care for children and young people who are Ukrainian nationals / Rozporządzenie Ministra Edukacji i Nauki z dnia 21 marca 2022 r. w sprawie organizacji kształcenia, wychowania i opieki dzieci i młodzieży będących obywatelami Ukrainy)

Pupils in primary schools, including district education centres, schools within juvenile detention centres or juvenile shelter care homes, who:

• hold a SEN statement,

• follow a curriculum with at least a one-year delay,
• obtain marks classified as positive in the school assessment system for all compulsory classes and classes in an ethnic / national minority language or the regional language,
• are considered capable of learning curricular contents covering two years within one school year,

may also be promoted to a higher grade during the school year.

A pupil with a moderate or severe intellectual disability who has a SEN statement is promoted to a higher grade and finishes the school based on a decision of the school’s teaching council. In its decision, the council takes into account recommendations made in the pupil’s individualised education-and-therapy programme.

A pupil who has not been promoted to a higher grade repeats the year.

(School Education Act of 7 September 1991 (as subsequently amended) / Ustawa z dnia 7 września 1991 r. o systemie oświaty. Regulation of the Minister of National Education of 22 February 2019 on the assessment, eligibility for assessment and promotion of pupils and learners in public schools / Rozporządzenie Ministra Edukacji Narodowej z dnia 22 lutego 2019 r. w sprawie oceniania, klasyfikowania i promowania uczniów i słuchaczy w szkołach publicznych.)

Counselling and guidance

Each institution in the school education system (a nursery school, alternative preschool education setting, school or another establishment) is required to provide psychological and educational support (counselling and guidance) to children and young people attending them, and their parents and teachers, in line with individual needs identified. The legislation lays down arrangements for the provision and organisation of such support in public nursery schools, schools and other public educational institutions.

(Regulation of the Minister of National Education of 9 August 2017 on the rules for the provision and organisation of psychological and educational support in public nursery schools, schools and institutions (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie zasad organizacji i udzielania pomocy psychologiczno-pedagogicznej w publicznych przedszkolach, szkołach i placówkach)

Such support is also offered by counselling and guidance centres. The legislation lays down arrangements for the provision and organisation of support in public counselling and guidance centres.

(Regulation of the Minister of National Education of 1 February 2013 on the detailed operational rules for public counselling and guidance centres, including specialist centres / Rozporządzenie Ministra Edukacji Narodowej z dnia 1 lutego 2013 r. w sprawie szczegółowych zasad działania publicznych poradni psychologiczno-pedagogicznych, w tym publicznych poradni specjalistycznych).

Psychological and educational support in public nursery schools, schools and other public institutions is provided by:

• teachers,
• class or group tutors,
• specialists, including, in particular, psychologists, pedagogues, speech therapists, educational therapists and careers advisers.

In consultation with the body administering a given nursery school or school, the school head employs teachers and specialists providing psychological and educational support, based on the identified needs.

Once they have identified the need to provide psychological and educational support, a teacher, class / group tutor or specialist:

• immediately offers support during ongoing work with the pupil;  
• informs thereof the person responsible for coordination of psychological and educational support:

• the pupil’s class tutor: in a school or another institution within which a given school operates;
• the head of the nursery school or another institution: in a nursery school or another institution which does not comprise a school; or
• another person appointed by the head.

It is the responsibility of a support coordinator to determine:

• the forms of support to be provided;
• the period during which support will be provided;
• the number of hours allocated to each form of support.

The pupil’s parents or the adult learner concerned are informed about the need to provide psychological and educational support.

Pupils and adult learners receive psychological and educational support on a voluntary basis. Public institutions in the school education system provide support on a free-of-charge basis.

The class tutor or the head of a school (or another institution) collaborates with the pupil’s parents or with the adult learner in planning psychological and educational support to be provided. Depending on the pupil’s or adult learner’s needs, the school head or the class tutor also collaborates with:

• other teachers, tutors and specialists working with the pupil or adult learner,
• a counselling and guidance centre,
• a school nurse (educational setting nurse),
• a school hygienist,
• a Roma education assistant,
• a teaching assistant,
• a social worker,
• a probation officer appointed by a court of justice,
• non-governmental organisations,
• other institutions and entities working for families, children and young people.  

In the case of pupils who have a statement of special educational needs (SEN statement), psychological and educational support activities are planned and coordinated by a team of teachers, class tutors and specialists working with pupils.

Nursery schools provide psychological and educational support as part of ongoing work with their pupils and in the following forms:

• classes / activities developing aptitudes or talents;
• specialised classes:
  • corrective and compensatory classes,
  • speech therapy classes,
  • classes / activities developing emotional and social competences,
  • other therapeutic activities;
• an individualised path for the compulsory preschool preparatory year;
• advisory and counselling sessions.

Schools provide psychological and educational support as part of ongoing work with pupils and in the following forms:

• classes / activities developing aptitudes or talents;
• classes / /activities developing learning skills;
• educational support and remedial classes;
• specialised classes:
  • corrective and compensatory classes,
  • speech therapy classes,
  • classes / activities developing emotional and social competences,
  • other therapeutic activities;
• education and career planning classes;
• an individualised learning path;
• therapeutic classes;
• workshops;
• advisory and counselling sessions.

Classes developing aptitudes or talents:

• are organised for particularly gifted pupils;
• may be attended by up to 8 pupils;
• are conducted by teachers, class tutors and specialists with qualifications required for a given type of classes.

Corrective and compensatory classes:

• are organised for pupils with developmental disorders or deviations, including specific learning difficulties;
• may be attended by up to 5 pupils.

Speech therapy classes:

• are organised for pupils with competence deficits and language disorders;
• may be attended by up to 4 pupils.

Classes / activities developing emotional and social competences:

• are organised for pupils with difficulties in social functioning;
• may be attended by up to 10 pupils unless a larger number is justified by pupils’ needs;
• are conducted by teachers, class tutors and specialists with qualifications required for a given type of activities.

Other therapeutic activities:

• are organised for pupils with developmental disorders or deviations who have problems with functioning in their nursery school or school (or another institution), and with active and full participation in the life of their nursery school or school (or institution);
• may be attended by up to 10 pupils.

Classes / activities developing learning skills:

• are organised to enhance the effectiveness of pupils’ learning;
• have no upper limit for the number of pupils set by the national legislation, with organisational arrangements left to the head of a nursery school or school (or another institution). 

Educational support and remedial classes:

• are organised for pupils with learning difficulties, and, in particular, with difficulties in meeting educational requirements specified in the core curriculum for general education at a given stage;
• may be attended by up to 8 pupils.

Education and career planning courses:

• are organised to support pupils in choosing their education and career paths;
• are conducted using active learning methods;
• are conducted by teachers, class tutors and specialists, and, in particular, by careers advisers.

One hour of classes developing aptitudes or talents, specialised classes, classes developing learning skills, educational support and remedial classes, and education and career planning classes lasts 45 minutes.

Where justified by pupils’ needs, the duration of individual classes may be shorter, but the total weekly duration of these classes, as set for the pupil concerned, should be respected.

Such classes / activities are conducted using active learning methods.

Classes are conducted by teachers, class tutors and specialists who have qualifications required for a given type of classes / activities.

Individualised path for the compulsory preschool preparatory year and individualised learning path for school education:

• Individualised programmes are taken by individual pupils with special educational needs (SEN) who are able to attend a (nursery) school but – due to difficulties in functioning which result from their health condition or for other reasons – are unable to participate in all preschool education or school classes / activities together with their (nursery) school class and require adjustments to the organisation and process of teaching.
• Individualised programmes comprise all preschool education or school classes / activities, but SEN pupils take some of them together with their (nursery) school class and other on an individual basis.
• Individualised programmes are a way of implementing a preschool education or school curriculum, with implementation methods and forms adapted to the pupil’s individual developmental and educational needs and psychological and physical abilities.
• Individualised programmes are provided at the request of the pupil’s parents or the adult learner, on the basis of an opinion from a counselling and guidance centre identifying the need to provide this type of support. 
• Before giving its opinion, in collaboration with the pupil’s (nursery) school and parents or the adult learner, the centre conducts an assessment of the pupil’s functioning, which takes into consideration outcomes of the psychological and educational support provided so far by the (nursery) school.
• Individualised programmes are provided for a period of up to one school year.
• The (nursery) school head determines the weekly number of hours for preschool education or school classes to be taken by the pupil on an individual basis; the head takes into account the constraints that the pupil faces in his / her functioning, as identified in the opinion from the centre, and the need for the pupil to follow the core curriculum.
• Teachers working with the pupil who receives this type of support are required to carry out activities aimed at improving the pupil’s functioning in the (nursery) school.
• This type of support is not provided to pupils participating in special education, or taking individualised preschool preparatory year classes or an individual learning programme; they may follow individualised programmes in accordance with other regulations.

Therapy classes:

• Classes are organised for pupils who require adjustments to the organisation and process of teaching and long-term specialist support due to difficulties in functioning in the school or class, resulting from developmental disorders or health condition.
• Classes can also be attended by pupils from other schools, upon approval from the body administering a given school.
• A pupil is included in a therapy class on the basis of an opinion identifying the need to provide this type of support, issued by a counselling and guidance centre.
• The teaching process in therapy classes is based on the curriculum implemented in a given school, with implementation forms and methods adapted to pupils’ individual developmental and educational needs and psychological and physical abilities.
• Education is provided until the problems identified in the pupil’s functioning in the school or class are mitigated or eliminated.
• Classes are conducted by teachers teaching the corresponding classes.
• A therapy class may have up to 15 pupils.

Psychological and educational support is also offered to pupils’ parents and teachers in the form of:

• advisory and counselling sessions;
• workshops;
• training sessions.

In providing psychological and educational support, (nursery) school heads collaborate with:

• counselling and guidance centres;
• pupils’ parents;
• in-service teacher training institutions;
• other nursery schools, schools and educational institutions;
• non-governmental organisations and other institutions working for families, children and young people.

Workshops and training sessions are conducted by teachers, class tutors and specialists. They also organise advisory and counselling sessions.

Heads assist their (nursery) schools in performing psychological and educational support tasks. This includes planning and taking measures which are aimed at improving the quality of the support provided.

(Regulation of the Minister of National Education of 9 August 2017 on the rules for the provision and organisation of psychological and educational support in public nursery schools, schools and institutions (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie zasad organizacji i udzielania pomocy psychologiczno-pedagogicznej w publicznych przedszkolach, szkołach i placówkach)

In the case of alternative preschool education settings, their administering bodies specify:

• objectives and tasks of a preschool education centre or unit;
• the method for achieving the objectives, taking into consideration individualised development support for pupils and support for families in the process of educating children and preparing them for school, with special regard to the type and degree of their disability;
• teachers’ responsibilities, including :
  • pedagogical observation which aims to identify children’s developmental needs and abilities;
  • assessment of children’s readiness for school;
  • collaboration with specialists providing psychological and educational support and healthcare.

Teachers conducting classes in alternative preschool education settings:

• conduct pedagogical observations to identify pupils’ developmental potential and needs;
• assess children’s school readiness:
  • for children taking the compulsory preschool preparatory year;
  • for 5-year-old children who may enter the primary school at the age of 6 at the request of their parents;
• collaborate with specialists providing psychological and educational support and healthcare to children;
• provide guidance to, and advise, parents on how to work with children.

(Regulation of the Minister of National Education of 28 August 2017 on the types of alternative preschool education settings, the conditions for the establishment and organisation of such settings and their operational arrangements / Rozporządzenie Ministra Edukacji Narodowej z dnia 28 sierpnia 2017 r. w sprawie rodzajów innych form wychowania przedszkolnego, warunków tworzenia i organizowania tych form oraz sposobu ich działania)

Teachers are free to choose textbooks, educational materials and resources, curricula, and teaching methods and approaches. However, they should take into account pupils’ individual developmental and educational needs and psychological and physical abilities. Teachers may also choose not to use textbooks in the teaching process.

(School Education Act of 7 September 1991 (as subsequently amended) / Ustawa z dnia 7 września 1991 r. o systemie oświaty)

Gifted pupils

At each stage of education and in each type of school, particularly gifted pupils can follow:

• an individualised learning programme for one, more or all subjects / types of classes included in the timetable for a given school grade;
• an individualised learning path leading to the completion of the education cycle in any school within a shorter period.

(Regulation of the Minister of National Education of 9 August 2017 on the conditions and procedure for granting permission for an individualised learning programme or learning path and related organisational arrangements / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie warunków i trybu udzielania zezwoleń na indywidualny program lub tok nauki oraz organizacji indywidualnego programu lub toku nauki)

An individualised learning programme:

• is developed by the teacher who conducts classes at a given school and will supervise the pupil concerned, or is developed outside of a given school and approved by that teacher;
• is adapted to pupils’ aptitudes or talents, interests and learning abilities;
• enables the pupil to develop knowledge in the fields where he / she demonstrates above-average learning ability;
• is implemented as part of classes at school.

An individualised learning path:

• covers one, several or all compulsory subjects / classes;
• is followed by the pupil based on arrangements other than attendance at compulsory classes included in the school timetable for a given school grade;
• may be based on a curriculum which is part of the set of school curricula or on an individualised learning programme, developed by the responsible teacher or in collaboration with other teachers, including a teacher from a higher-level school, methodological advisers, psychologists, pedagogues or even the pupil himself/herself.  

Pupils following individualised learning paths can:

• attend selected classes in a given grade or in a higher grade at their school or at another school;
• attend selected classes at a higher-level school;
• follow the curriculum in full or in part on their own;
• follow the curriculum for two or more grades during one school year;
• undergo assessment and be promoted at any time throughout the school year.

Chronically ill children

Depending on their health, chronically ill children may require various types of measures:

• compulsory one-year preschool preparatory classes, full-time or part-time compulsory education provided as individualised one-year preschool preparatory classes or individualised learning when they receive home care and their ill health hinders them in, or prevents them from, attending a nursery school, alternative preschool education setting or school;
• education at a special nursery school or school within a healthcare institution where the child is staying (for example, in a hospital, sanatorium or health resort);
• treatment at their nursery school, alternative preschool education setting, school or institution (for example, injections) or regular application of medication when the child is able to attend a nursery school, alternative preschool education setting or school;
• emergency assistance when the symptoms of an illness worsen or in the case of an accident.

Nursery schools, schools and other educational institutions should be prepared to meet the needs of chronically ill children in all those situations.

Heads of schools (nursery schools or other educational institutions) should provide:

• adequate conditions for all, including chronically ill, children during the time they spend in the school;
• safe and healthy conditions for their participation in classes / activities organised by the school outside its premises;
• care to pupils;  
• conditions for harmonious psychological and physical development of pupils through active health-promoting activities;
• facilities for first aid in emergency within their school; 
• organisational arrangements which take into account the need to provide assistance to chronically ill children; this includes:
  • employing trained staff;
  • defining the responsibilities of staff;
  • staff training;
  • for schools and institutions: recruiting an educational setting nurse (school nurse) in consultation with the competent National Health Service centre.

The need for a pupil to follow individualised preschool preparatory year classes or an individualised learning path / programme for health reasons is identified in a statement issued, at the parents’ request, by an assessment committee of a public counselling and guidance centre.

Individualised preschool preparatory classes and individualised learning are organised at the place of the pupil’s stay, and in particular at his / her home.

Individualised preschool preparatory classes and classes as part of individualised learning are conducted by a teacher or teachers on an individual basis and in direct contact with the pupil.

The scope and duration of individualised preschool preparatory classes and individualised learning are determined by:

• the nursery school head; or
• the school head; or
• the person managing an alternative preschool education setting,

in consultation with the body administering a given (nursery) school / institution.

The head consults the pupil’s parents or the adult learner about the duration and timing of classes conducted as part of an individualised preschool preparatory programme or individualised learning.

Individualised preschool preparatory classes:

• Classes cover the core curriculum contents for preschool education; however, at the teacher’s written request, the nursery school head may decide not to cover some contents of the core curriculum, considering the child’s psychological and physical abilities and the conditions in the place where such classes are conducted.
• Classes are conducted by one or two teachers.
• The number of hours per week for individualised preschool preparatory classes conducted on an individual basis with the child:

• ranges from 4 to 6 hours, spread over at least 2 days;
• may be higher than 6 hours, with the consent of the body administering a given nursery school;
• may be lower than 4 hours, where requested by parents and justified by the child’s ill health; however, the pupil should learn the contents covered by the core curriculum for preschool education.

Individualised learning path / programme:

• Individualised learning covers compulsory subjects / classes included in the outline timetable for a given type of school.
• At the teacher’s request, the school head may decide not to cover some contents, considering the child’s psychological and physical abilities and the conditions in the place where such classes are conducted.
• Classes are provided by:
  • one or two teachers in grades I to III of the primary school,
  • school teachers who are appointed by the school head;
  • a teacher employed in another school, where this is justified and based on the school head’s decision.
• The number of hours per week for classes conducted with the pupil on an individual basis varies depending on the type of school and the grade:
  • 6 to 8 hours for pupils in grades I to III of the primary school;
  • 8 to 10 hours for pupils in grades IV to VI of the primary school;
  • 10 to 12 hours for pupils in grades VII and VIII of the primary school;
  • 12 to 16 hours for pupils in post-primary schools;
  • may be higher than the maximum number of hours, where consent is given by the administering body;
  • may be lower than the minimum number of hours, where requested by parents and justified by the child’s ill health; however, the pupil should learn the contents covered by the core curriculum.

Teachers observe how the pupil functions in terms of his / her ability to participate in the nursery school or school life in order to:

• ensure full personal development of the pupil;
• ensure the pupil’s integration in the nursery school or school environment;
• facilitate the pupil’s return to the peer group after the end of the individualised learning period.

The head of a (nursery) school provides conditions to ensure that the pupil taking individualised preschool preparatory classes or an individualised learning programme keeps in contact with his / her peers. The head should:

• take into consideration the pupil’s current health condition and findings from the observation by teachers working with him / her;
• agree the arrangements with the pupil’s parents or the adult learner.

The head arranges for various forms of participation of pupils whose ill health hinders them in attending the (nursery) school or participating in (nursery) school life. For example, they can participate in:

• classes / activities developing interests and aptitudes or talents;
• (nursery) school celebrations and events;
• selected preschool education or school classes.

In addition to the weekly number of hours for individualised preschool preparatory classes or an individualised learning programme, the following classes / activities are organised:

• rehabilitation classes / activities for pupils with disabilities;
• careers guidance classes;
• forms of psychological and educational support.

(Regulation of the Minister of Education of 9 August 2017 on individualised compulsory preschool preparatory year classes for children and individualised learning for children and young people (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie indywidualnego obowiązkowego rocznego przygotowania przedszkolnego dzieci i indywidualnego nauczania dzieci i młodzieży)

It is also possible to use distance learning techniques and methods for pupils who:

• are unable to attend school and have limitations in communication with other people due to their health condition;
• are in a healthcare institution which has no school, 

to ensure that they participate in full-time and part-time compulsory education.

(Art. 127, sections 16a and 17a and Art. 128, section 4, Act of 14 December 2016, The Law on School Education (as subsequently amended) / ustawa z dnia 14 grudnia 2016 r. ‒ Prawo oświatowe)

Special education

Children with disabilities may receive preschool education in:

• alternative preschool education settings,
• mainstream nursery schools,
• integration nursery schools,
• special nursery schools, and
• preschool classes in primary schools, including mainstream, integration and special schools.

Mainstream nursery schools may set up integration or special classes. There may also be nursery schools with both integration and special classes.

Special classes are set up for children who have a statement of special educational needs (SEN statement). Special classes in mainstream nursery schools are not established for children with a mild intellectual disability. Children with this type of disability participate in preschool education in mainstream and integration classes.

Special education for children with disabilities, socially maladjusted children and children at risk of social maladjustment is provided in:

1. all types of schools, including:
   • mainstream schools,
   • integration schools, and
   • special schools;
2. special institutions, including:
   • youth education centres,
   • youth social therapy centres,
   • special school-and-education centres,
   • special educational centres,
   • rehabilitation and education centres.

Mainstream schools may establish integration and special classes, except for special classes for socially maladjusted pupils or those at risk of social maladjustment. They may attend mainstream and integration classes and special schools and institutions.

Education and care for children and young people with disabilities is provided in mainstream nursery schools and schools and alternative preschool education settings which are as close to their homes as possible.

Where the need for special organisation of the learning process and special working methods (special education) is identified, the following support instruments are used:

• entry into compulsory full-time education may be deferred until the child reaches the age of 9 (optionally, depending on the child’s needs);
• an individualised education-and-therapy programme is developed and implemented;
• rehabilitation classes are conducted for pupils with disabilities; the weekly number of hours may not be lower than specified in the legislation (a statutory task of a nursery school, school or centre that the child attends);
• social therapy classes / activities are conducted for pupils at risk of social maladjustment;
• social rehabilitation classes / activities are conducted for socially maladjusted pupils;
• an additional teacher is involved if education is provided in an integration class;
• support provided by additional staff employed: a teacher holding a special education qualification, a specialist or teacher assistant (such support is provided on a mandatory basis by some types of institutions or to pupils with specific types of disability; in other cases, it may be provided depending on the pupils’ needs);
• the commune (gmina) (the lowest-level local government unit) where the pupil lives provides free transport and care during transport to the nearest institution (a nursery school, another preschool education setting, a school or rehabilitation-and-education centre), or reimburses the costs of transport for the child and his/her carer, as stipulated in an agreement between the local authorities and the child’s parents (only for pupils with disabilities; the age limit for pupils entitled to free transport is specified in the legislation);
• the duration of education at a given stage may be extended or shortened.

Responsibilities of the involved institutions

Communes (gmina) (the lowest-level local government units) provide special education in a nursery school, an alternative preschool education setting, a mainstream or integration primary school as their statutory task.

The responsibility for implementing recommendations made in a statement of special educational needs (SEN statement) rests with the head of a nursery school, school or institution or the person managing an alternative pre-school education setting, as appropriate.

As part of its responsibility for the activities of a given (nursery) school or institution, the body administering the (nursery) school or institution:

• provides conditions for special organisation of the teaching and learning processes and working methods for children and young people in special education;
• provides the school or institution with educational resources and equipment which are necessary to ensure full implementation of curricula and educational programmes, conduct tests and examinations, and perform other statutory tasks.

Mainstream and integration nursery schools, alternative preschool education settings, schools and classes provide the following to children in special education:

• conditions for the implementation of recommendations made in a SEN statement;
• conditions for learning, specialist equipment and educational resources which are suited to children’s individual developmental and educational needs and psychological and physical abilities;
• classes suited to children’s individual developmental and educational needs and psychological and physical abilities, including:
  • rehabilitation classes / activities for children and young people with disabilities;
  • resocialisation classes / activities for socially maladjusted children and young people;
  • social therapy classes / activities for children and young people at risk of social maladjustment;
  • psychological and educational support classes / activities, including specialised classes / activities;
• integration with peers, including children without disabilities;
• preparation for independence in adult life.

Individualised education-and-therapy programme

An individualised education-and-therapy programme is developed for each pupil who has a statement of special educational needs (SEN statement).

An individualised education-and-therapy programme takes into account recommendations made in a SEN statement and is developed:

• by a team of teachers and specialists working with the pupil;
• after a multifaceted specialist assessment of the pupil’s functioning;
• where necessary, in collaboration with a counselling and guidance centre, including a specialist centre;
• jointly with parents or the adult learner with a disability if they wish so.

Parents and adult learners receive a copy of the programme.

An individualised education-and-therapy programme specifies:

• the scope of, and adjustments to be made to, the preschool education curriculum or educational requirements based on the school curriculum to address the pupil’s individual needs and psychological and physical abilities, and, in particular, the use of appropriate methods and forms of work with the pupil;
• integrated activities undertaken by teachers and specialists working with the pupil, including:
  • rehabilitation classes / activities for a pupil with a disability;
  • resocialisation classes / activities for a socially maladjusted pupil;
  • social therapy classes / activities for a pupil at risk of social maladjustment;

which are aimed at:

• improving the functioning of the pupil, including his / her communication with the environment, using alternative augmentative communication (AAC) methods;
• enhancing the pupil’s participation in the life of his / her nursery school or school;

• forms in which, and the period during which, psychological and educational support is provided to the pupil;
• the number of hours for each form of psychological and educational support;
• activities supporting the pupil’s parents;
• the following types of classes / activities:
  • rehabilitation classes / activities;
  • resocialisation classes / activities;
  • social therapy classes / activities;
  • other activities addressing the pupil’s individual needs;
  • education and career planning classes conducted as part of:
    • psychological and educational support;
    • career guidance for pupils in grades VII and VIII of the primary school, and in post-primary schools (stage I sectoral vocational schools, general secondary schools and technical secondary schools);
• the scope of collaboration between teachers and specialists and the pupil’s parents in the performance of special education tasks.

Depending on the needs, the programme also specifies:

• the scope of collaboration with external institutions:
  • counselling and guidance centres;
  • in-service teacher training institutions;
  • non-governmental organisations;
  • other institutions working for families, children and young people;
  • in the case of mainstream and integration institutions: special school centres for education and care, youth education centres and youth social therapy centres;

• the form of, and adjustments to be made in, the organisational conditions for the education process, including the use of technologies supporting teaching and learning, depending on the type of the pupil’s disability;
• selected preschool education or school classes / activities which are conducted on an individual basis with the pupil or in a group of up to 5 pupils (if this is recommended in the SEN statement or in the multifaceted specialist assessment of the pupil’s functioning).

Such programmes are developed for a period:

• for which a SEN statement is issued;
• which cannot exceed the length of a given stage of education.

The implementation of an individualised education-and-therapy programme and the progress made by the pupil in special education are regularly monitored by a team of teachers, a class tutor and specialists working with the pupil as part of a multifaceted assessment of his / her functioning. Based on the assessment, the programme is modified where necessary.

The same arrangements are in place for children in preschool education who have a SEN statement.

Rehabilitation classes / activities

Rehabilitation classes / activities are conducted for pupils with disabilities, regardless of the type of school they attend.

Rehabilitation classes / activities:

• comprise therapy and rehabilitation activities;
• are conducted by teachers and specialists who are trained to work with children with a given type of disability and to conduct a given type of classes;
• may be conducted on an individual basis or for a group of children, depending on their needs.

The type, duration and form of rehabilitation classes / activities are specified in an individualised education-and-therapy programme.

The programme of rehabilitation classes / activities should focus, in particular, on the development of the pupil’s communication skills through the following types of activities:

• for blind pupils: learning spatial orientation and movement, the Braille alphabet or other communication methods;
• for disabled pupils with speech disorders or inability to speak: learning the sign language or other communication methods, and in particular, alternative augmentative communication (ACC) methods;
• for pupils with autism, including Asperger’s syndrome: activities developing social skills, including communication skills.

(Regulation of the Minister of National Education of 9 August 2017 on the conditions for the provision of education and care to children and young people who are disabled, socially maladjusted or at risk of social maladjustment (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie warunków organizowania kształcenia, wychowania i opieki dla dzieci i młodzieży niepełnosprawnych, niedostosowanych społecznie i zagrożonych niedostosowaniem społecznym)  

The minimum number of hours for rehabilitation classes per week for pupils with disabilities attending mainstream or integration classes in a primary or post-primary school is 2 hours per pupil.

(Regulation of the Minister of National Education of 3 April 2019 on the outline timetables for public schools / Rozporządzenie Ministra Edukacji Narodowej z dnia 3 kwietnia 2019 r. w sprawie ramowych planów nauczania dla publicznych szkół).

Rehabilitation classes / activities for children with disabilities who have a statement of special educational needs (SEN statement) are also compulsory in nursery schools and alternative preschool education settings, but the legislation does not stipulate the minimum number of hours for such classes / activities per week. The number of hours allocated to such classes should be adjusted to the child’s individual needs.

The outline timetable also includes the following elements:

• the minimum number of hours for career guidance classes per week;
• psychological and educational support classes / activities;
• classes in a national or ethnic minority language or the regional language and in the history and culture of the minority / regional language community;
• classes in the geography of the country with which national minority pupils identify themselves in cultural terms;
• sporting activities in sport classes and schools and sport championship classes and schools;
• additional educational classes and sign language classes where the body administering a given school / institution has allocated hours to such classes.

Primary school pupils with a mild intellectual disability are not required to learn a second foreign language (regardless of the type of school or class they attend). However, the pupil / learner may learn a second foreign language at the request of the pupil’s parents or the adult learner. If the pupil / learner does not learn a second foreign language, he / she attends classes in technology.

Resocialisation or social therapy classes / activities

Young people who are socially maladjusted or at risk of social maladjustment attend resocialisation or social therapy classes, respectively, and participate in other therapeutic activities. Such classes / activities develop life skills which help them function properly in their family and social environments.

Additional staff

The school education legislation provides for the employment of support staff for special education:

• teachers trained in special education;
• specialists;
• teaching assistants.

Mainstream nursery schools with integration classes, integration nursery schools, mainstream schools with integration classes and integration schools employ special education teachers. They Their support teachers in providing integration education in line with the recommendations made in statements of special educational needs (SEN statements).

Mainstream nursery schools, alternative preschool education settings and schools are required to hire additional staff where special education is provided to pupils with a SEN statement who suffer from:

• autism, including Asperger’s syndrome,
• multiple disabilities.

Depending on the needs of pupils with the above-mentioned disabilities and the recommendations made in SEN statements, the following staff are employed:

• a teacher with a qualification in special education; or
• a specialist; or
• a teaching assistant.

Additional staff may be employed with the consent of the body administering a given (nursery) school / setting where:

• a child with a SEN statement who has a disability other than autism, including Asperger’s syndrome, or multiple disabilities, attends a mainstream nursery school, alternative preschool education setting or school;
• a socially maladjusted pupil or a pupil at risk of social maladjustment attends a mainstream school.

Together with other teachers and specialists, additional teaching staff who have a qualification in special education:

• conduct classes;
• conduct integrated activities and classes as specified in individualised education-and-therapy programmes;
• conduct child-raising activities for pupils.

Furthermore, where necessary, additional teaching staff: 

• participate in classes and integrated activities or classes which are included in individualised education-and-therapy programmes and are conducted by other teachers and specialists;
• help teachers and specialists to choose forms and methods of working with pupils in special education.

Taking into consideration pupils’ needs, the head of a (nursery) school or a person managing an alternative preschool education setting:

• assigns classes and integrated activities or classes to additional teaching staff which they conduct together with other teachers or in which they participate;
• assigns tasks to specialists;
• assigns tasks to teacher support staff.

Teaching assistants:

• are hired on a mandatory basis for special classes of mainstream nursery schools and grades I to IV of primary schools which have pupils with specific types of disability:
• a moderate or severe intellectual disability;
• a physical / motor disability;
• autism; or
• multiple disabilities;
• may be hired, with the consent of the body administering a given (nursery) school, in other (nursery) school classes which have pupils with disabilities.

The head of a (nursery) school or the person managing an alternative preschool education setting may also hire non-teaching staff in other cases where this is justified by pupils’ needs, and define their responsibilities. These may include specific tasks and activities for pupils attending mainstream nursery schools and schools. Heads / managers take decisions to hire such staff in consultation with the body administering a given (nursery) school or setting.

An assistant for a pupil with special educational needs is being introduced on a pilot basis as a new non-teaching position in the school education system. Nursery schools and various types of schools currently employ 640 assistants who have received appropriate training. Findings from the ongoing pilot project will provide the basis for systemic solutions in this area.

The pilot project is co-funded by the State budget and the European Social Fund (Project ‘Assistant for a pupil with special educational needs’ / "Asystent ucznia o specjalnych potrzebach edukacyjnych”; information in Polish only). 

Moreover, the parents of a child with a disability may apply to the local welfare centre to hire a disabled person’s assistant.

The tasks of a disabled person’s assistant are to:

• facilitate participation in social life for the person with a disability;
• provide care services;
• provide support to the family of the person with a disability.

(Article 50, Welfare Act of 12 March 2004 (as subsequently amended /  Ustawa z dnia 12 marca 2004 r. o pomocy społecznej)

(Regulation of the Minister of Social Policy of 22 September 2005 on specialised care services / Rozporządzenie Ministra Polityki Społecznej z dnia 22 września 2005 r. w sprawie specjalistycznych usług opiekuńczych)  

Disabled persons’ assistants are not employees of an educational institution. They may only perform their tasks on its premises in agreement with the head of the institution.

Adjustments and adaptations to facilitate access to external examinations

Conditions in which external exams (including the eighth-grader, maturity and vocational exams) are conducted can be adapted for pupils with special educational needs. The form of an exam can be adjusted for pupils and school graduates with disabilities.

Adjustments to the conditions involve:

• minimising limitations related to a disability, social maladjustment or the risk of social maladjustment;
• providing an appropriate place of work adapted to the educational needs and psychological and physical abilities of the pupil or graduate taking the exam;
• using suitable specialised equipment and educational resources;
• extending the duration of the exam;
• determining the rules for assessing solved tasks so as to take into account the educational needs and psychological physical abilities of the pupil or graduate taking the exam;
• during exams: ensuring the presence and assistance of a teacher who helps with writing and reading, depending on the type of disability, social maladjustment or the risk thereof, if it is necessary to communicate with the pupil or graduate taking the exam or to use specialist equipment and resources; the presence of a specialist in a particular type of disability, if it is necessary for communication or for the use of specialist equipment and resources.

To adjust the form of an external exam for pupils and school graduates with disabilities, separate examination sheets are prepared which are suitable for a particular kind of disability. However, no separate examination sheets are prepared for graduates who have a statement of special educational needs (SEN statement) due to a mild intellectual disability (this applies to the maturity exam and vocational exams).

Children and young people with a moderate, severe or profound intellectual disability do not take external exams.

Pupils with a SEN statement who have multiple disabilities may be exempt from the compulsory eighth-grader exam, by a decision of the head of the regional examination board, also in case they do not suffer from a moderate or severe intellectual disability. Such a decision can be taken at the request of the pupil’s parents approved by the head of the school.

(Chapter 3B of the School Education Act of 7 September 1991 / ustawa z dnia 7 września 1991 r. o systemie oświaty)

The Director of the Central Examination Board publishes in the Public Information Bulletin an announcement with details about adjustments in the conditions and forms of the eighth-grader exam (taken by pupils finishing the primary school) for:

• pupils with special educational needs, including pupils with a disability;
• socially maladjusted pupils and pupils at risk of social maladjustment;
• pupils who are non-Polish nationals (as defined in Art. 165, section 1, of the Law on School Education of 14 December 2016 / ustawa z dnia 14 grudnia 2016 r. ‒ Prawo oświatowe);
• pupils who are Ukrainian nationals and whose stay in Poland is recognised as legal pursuant to Art. 2, section 1, of the Act of 12 March 2022 on the assistance for citizens of Ukraine in connection with the armed conflict on its territory (ustawa z dnia 12 marca 2022 r. o pomocy obywatelom Ukrainy w związku z konfliktem zbrojnym na terytorium tego państwa).  

(Announcements of the Director of the Central Examination Board; available in Polish only)

Adaptations in buildings and learning space

Buildings which house nursery schools, schools and other educational institutions within the school education system should be accessible to all, including people with disabilities. Related requirements are set out in the legislation.

(Act of 19 July 2019 on the Access for People with Special Needs / ustawa z dnia 19 lipca 2019 r. o zapewnianiu dostępności osobom ze szczególnymi potrzebami)

Information on access requirements (available in Polish only).

Work is underway to develop standards for accessible school, covering access in terms of physical environment, education and social participation, and regarding the organisation of school and procedures. The model developed is being tested in 97 primary schools.

The activities are co-funded by the State budget and the European Social Fund (Projects ‘Accessible School’ / ‘Dostępna szkoła’ in the Warsaw region and ‘Accessible School’ / ‘Dostępna szkoła’ in the Rzeszów Region; information in Polish only). 

The legislation sets out requirements concerning the premises for alternative preschool education settings.

(Regulation of the Minister of National Education of 28 August 2017 on the types of alternative preschool education settings, conditions for the establishment and organisation of such settings and their organisational arrangements / Rozporządzenie Ministra Edukacji Narodowej z dnia 28 sierpnia 2017 r. w sprawie rodzajów innych form wychowania przedszkolnego, warunków tworzenia i organizowania tych form oraz sposobu ich działania).

Mainstream public and non-public nursery and primary schools may provide early childhood development support if they have:

• staff with qualifications required to conduct early childhood development classes / activities;
• premises to conduct early childhood development classes / activities on an individual basis and in groups;
• specialist equipment and educational resources suited to children’s developmental and educational needs and physical and psychological abilities.

(Regulation of the Minister of National Education of 24 August 2017 on the provision of early development support for children / Rozporządzenie Ministra Edukacji Narodowej z dnia 24 sierpnia 2017 r. w sprawie organizowania wczesnego wspomagania rozwoju dzieci).

Monitoring and assessment of effectiveness of special education

The team of teachers, a class or group tutor and specialists working with a pupil participating in special education meets to discuss the pupil’s progress. The frequency of meetings depends on the needs, but they are held at least twice in a school year.

The work of the team is coordinated by:

• the class tutor in a school, or
• the group tutor in a nursery school or another educational institution, or
• another teacher or specialist working with the pupil, appointed by the head of the (nursery) school or institution or the person managing an alternative preschool education setting.

Team meetings may be attended by:

• one of the parents,
• the adult learner concerned;
• a representative of a counselling and guidance centre or a teaching assistant (at the request of the head of the (nursery) school or institution or the person managing the alternative preschool education setting);
• another person, for example, a medical doctor, psychologist, pedagogue, speech therapist or another specialist (at the request of, or with the consent from, the pupil’s parents or the adult learner concerned).

The team conducts a periodic multifaceted specialist assessment of the pupil’s functioning / performance.  

The multifaceted specialist assessment of the pupil’s functioning:

• is conducted before an individualised education-and-therapy programme is developed for the pupil;
• is conducted as often as necessary, and at least twice in a school year;
• may also be conducted at the request of the pupil’s parents or the adult learner concerned;
• may involve, where necessary, staff of a counselling and guidance centre, including a specialist centre;
• provides the basis for any necessary adjustments to the individualised education-and-therapy programme (for details about an individualised education-and-therapy programme, see above).

The assessment takes into consideration the following elements:

• individual developmental and educational needs, strengths, predispositions, interests and aptitudes or talents of the pupil;
• the scope and nature of support to be provided by teachers, specialists, teaching assistants or other teacher support staff;
• reasons behind school failure or difficulties in the pupil’s functioning, including barriers and constraints which make it difficult for the pupil to function and participate in the life of the (nursery) school;
• for the pupil taking selected preschool education classes or school classes / activities on an individual basis or in a group of up to 5 pupils: additionally, the pupil’s difficulties in participating in classes / activities conducted together with a preschool or school class or group; and outcomes of measures taken to address such difficulties.

Parents and adult learners may participate in:

• the team’s meetings;
• the development of the individualised education-and-therapy programme for the pupil / learner;
• revision of the programme;
• a multifaceted specialist assessment.

Parents and adult learners receive a copy of the multifaceted specialist assessment report.

Duration of special education

Special education is provided to disabled and socially maladjusted pupils or those at risk of social maladjustment in mainstream and integration schools until the end of the school year in the calendar year when they reach:

• 20 years of age: in the case of the primary school;
• 24 years of age: in the case of post-primary schools.

Pupils with disabilities in all types of schools and pupils in schools within juvenile detention centres and juvenile shelter care homes may have the period of education extended by one year at each stage of education, with a proportional increase in the number of compulsory class classes.

A decision to extend the period of education is made by:

• for pupils with disabilities: the school’s teaching council upon approval from the team of teachers and specialists working with the pupil and with his/her parents’ consent;
• for pupils in juvenile detention centres or juvenile shelter care homes: the school head after consultation with the school’s teaching council.  

Such decisions are taken not later than:

• in the primary school: by the end of February in a given school year, for grades III and VIII respectively;
• in post-primary schools: by the end of February in the final year of education.

Size and types of classes

The number of pupils in mainstream groups or classes is specified in the national legislation only for alternative preschool education settings, and preschool classes and grades I to III of the primary school.

The number of pupils in an alternative preschool education setting ranges between 3 and 25.

(Regulation of the Minister of National Education of 28 August 2017 on the types of alternative preschool education settings, the conditions for the establishment and organisation of such settings and their operational arrangements / Rozporządzenie Ministra Edukacji Narodowej z dnia 28 sierpnia 2017 r. w sprawie rodzajów innych form wychowania przedszkolnego, warunków tworzenia i organizowania tych form oraz sposobu ich działania)

The number of children per class in a mainstream nursery school may not exceed 25. A nursery school class consists of children of similar ages, and the grouping is based on children’s needs, interests, abilities and the type of disability.

The number of children per mainstream class for grades I to III of the primary school may not exceed 25.

Where a pupil living in the school’s catchment area should join a class of 25 pupils, the school head splits the class after informing the parents’ council of the class.

The school head does not have to split the class in case:

• a request to this effect is submitted by the parents’ council of the class;
• the body administering the school gives its consent;
• the number of pupils will not exceed 27.

There are no regulations on the size of mainstream classes for grades IV to VIII of the primary school or for post-primary schools.

Mainstream nursery schools and schools of all types may also set up integration classes and special classes.

An integration class in a (nursery) school is a class where disabled pupils with a statement of special educational needs (SEN statement) learn together with their peers without a disability. The maximum number of pupils in an integration class is 20, including up to 5 pupils with disabilities.

An integration (nursery) school is an institution which has only integration classes. Mainstream schools and nursery schools with integration classes are those which have both mainstream and integration classes.

(Regulation of the Minister of National Education of 28 February 2019 on the detailed organisational arrangements of public schools and public nursery schools (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 28 lutego 2019 r. w sprawie szczegółowej organizacji publicznych szkół i publicznych przedszkoli)  

In the school year 2022/2023, there are:

• 425 integration nursery schools (3.1% of all nursery schools);
• 111 integration schools (0.1% of all schools), including:

• 74 primary schools (0.5% of all primary schools);
• 13 stage I sectoral vocational schools (0.8% of all stage I sectoral vocational schools);
• 1 technical secondary schools (0.1% of all technical secondary schools);
• 23 general secondary schools (0.7% of all general secondary schools);

• 512 mainstream nursery schools with integration classes (3.7% of all nursery schools);
• 1,409 mainstream schools with integration classes (6% of all schools), including:

• 1,272 primary schools (9% of all primary schools);
• 33 stage I sectoral vocational schools (2.2% of all stage I sectoral vocational schools);
• 23 technical secondary schools (1.2% of all technical secondary schools);
• 73 general secondary schools (2.3% of all general secondary schools);
• 1 1^st grade general music school (1.9% of all schools of this type);
• 1 2^nd grade general music school (2.9% of all schools of this type);
• 1 post-secondary music school (16.7% of all schools of this type);
• 1 post-secondary school (0.1% of all post-secondary schools).

Special classes in mainstream nursery schools and schools are established only for disabled pupils with a SEN statement, except for pupils with a mild intellectual disability for whom such classes are not established in nursery schools.

The number of pupils in special classes in mainstream nursery schools and schools varies depending on the type of disability and is equal to the number of pupils in such classes in special nursery schools or schools respectively.

In the school year 2022/2023, there are:

• 62 mainstream nursery schools with special classes (0.5% of all nursery schools);
• 97 mainstream schools with special classes (0.4% of all schools), including:

• 79 primary schools (0.6% of all primary schools);
• 3 technical secondary schools (0.1% of all technical secondary schools);
• 3 general secondary schools (0.2% of all general secondary schools);
• 9 stage I sectoral vocational schools (0.5% of all stage I sectoral vocational schools);
• 2 post-secondary schools (0.4% of all post-secondary schools).

The school education system may also include mainstream nursery schools and schools which have both integration and special classes. They are, however, fewer in number than other types of institutions.

In the school year 2022/2023, there are:

• 45 mainstream nursery schools with integration and special classes (2% of all nursery schools);
• 66 mainstream schools with integration and special classes (0.3% of all schools), including:
  • 63 primary schools (0.4% of all primary schools);
  • 1 technical secondary school (0.1% of all technical secondary schools);
  • 2 general secondary school (0.1% of all general secondary schools);
  • 1 stage I sectoral vocational school (0.1% of all stage I sectoral vocational schools).  

(Source: School Education Information System / System Informacji Oświatowej)

Core curriculum

Children with disabilities follow the same core curriculum for preschool education as children without disability.

(Annex No. 1 to the Regulation of the Minister of National Education of 14 February 2017 on the core curriculum for preschool education and the core curriculum for general education in primary schools, incl. for pupils with moderate and severe intellectual disabilities, and for general education in stage I sectoral vocational schools, general education in special schools preparing for employment, and general education in post-secondary schools (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 14 lutego 2017 r. w sprawie podstawy programowej wychowania przedszkolnego oraz podstawy programowej kształcenia ogólnego dla szkoły podstawowej, w tym dla uczniów z niepełnosprawnością intelektualną w stopniu umiarkowanym lub znacznym, kształcenia ogólnego dla branżowej szkoły I stopnia, kształcenia ogólnego dla szkoły specjalnej przysposabiającej do pracy oraz kształcenia ogólnego dla szkoły policealnej)

Children with disabilities whose intellectual development corresponds to their age or children with a mild intellectual disability follow the same core curricula as their peers without a disability: the core curriculum for general education in primary schools and post-primary schools of a given type, and the core curriculum for vocational education in vocational schools.

(Annexes 2, 4 and 6 to the Regulation of the Minister of National Education of 14 February 2017 on the core curriculum for preschool education and the core curriculum for general education in primary schools, incl. for pupils with moderate and severe intellectual disabilities, and for general education in stage I sectoral vocational schools, general education in special schools preparing for employment, and general education in post-secondary schools (as subsequently amended)

(Regulation of the Minister of National Education of 31 March 2017 on the core curriculum for training for individual occupations (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 31 marca 2017 r. w sprawie podstawy programowej kształcenia w zawodach)

(Regulation of the Minister of National Education of 16 May 2019 on the core curricula for vocational sector-based education and additional vocational skills for selected occupations (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 16 maja 2019 r. w sprawie podstaw programowych kształcenia w zawodach szkolnictwa branżowego oraz dodatkowych umiejętności zawodowych w zakresie wybranych zawodów szkolnictwa branżowego)

Pupils with a moderate or severe intellectual disability follow a separate core curriculum for general education in primary schools and special schools preparing for employment.

(Annexes 3 and 5 to the Regulation of the Minister of National Education of 14 February 2017 on the core curriculum for preschool education and the core curriculum for general education in primary schools, incl. for pupils with moderate and severe intellectual disabilities, and for general education in stage I sectoral vocational schools, general education in special schools preparing for employment, and general education in post-secondary schools (as subsequently amended)

Education for pupils with a moderate or severe intellectual disability aims to:

• build their identity;
• develop their autonomy and a sense of dignity;
• prepare them to function in society and understand and respect social norms;
• provide them with the skills and knowledge that will enable them to enjoy freedom and human rights within their individual capacities and perceive themselves as independent individuals.

It is important to ensure that pupils:

• are able to communicate, verbally or non-verbally, with their environment to the fullest possible extent, using well-known communication methods (including alternative augmentative communication (ACC) methods);
• achieve maximum independence in fulfilling their basic existential needs;
• are as resourceful in daily life as possible considering the level of their fitness and abilities, and have a sense of dignity and self-determination;
• can participate in various forms of social life on an equal footing together with other members of a community, while being aware of, and respecting, generally accepted norms of co-existence, and keeping their individuality;
• understand, insofar as possible, social and natural phenomena in their environment;
• can acquire skills and learn to do activities which will be useful in their future adult life;
• have an accurate self-assessment, based on a sense of positive self-esteem and the ability to see their strengths and weaknesses.

At the primary school stage, there are separate classes for pupils with a moderate or severe intellectual disability:

• educational classes:
  • personal and social functioning classes;
  • classes developing communication skills;
  • classes developing creativity;  
  • physical education;
  • ethics;

• rehabilitation classes.  

Curricula, textbooks, educational resources and exercise books

Teachers are free to choose curricula.

Teachers can:

• develop a curriculum individually or in cooperation with other teachers;
• propose a curriculum developed by (an)other author(s), for example, choosing one from among those available on the market;
• propose a curriculum developed by (an)other author(s), together with their own modifications, indicating suggested changes and explaining reasons behind them.

A curriculum proposed by the teacher should be suitable for the needs and abilities of pupils.

Teachers may decide to use a textbook, educational resources or exercise books in implementing the curriculum. They may also decide not to use a textbook, educational resources or exercise books.

When choosing textbooks, educational resources or exercise books for pupils with disabilities who participate in special education, teacher teams conducting classes in grades I to III of the primary school, conducting a given type of classes in grades IV to VIII of the primary school or teaching in a post-primary school take into account educational needs and psychological and physical abilities of pupils.

Teams can propose to the school head more than one textbook or educational resource for pupils:

• who have a disability and participate in special education;
• who participate in education / classes necessary to maintain their sense of national, ethnic and linguistic identity.

In 2019, the Ministry of Education and Science established the Integrated Education Platform (Zintegrowana Platforma Edukacyjna, available in Polish only). It offers free educational resources and exercise books for general education at all education levels and for vocational education, which can be used by teachers, parents and pupils themselves. The resources are accessible anytime through various devices (a desktop computer, laptop, smartphone, interactive board) and can be printed in a PDF version. They help develop skills and build knowledge of pupils through diverse forms of activity and communication, interactive exercises and multimedia materials. The Platform enables teachers to prepare interdisciplinary lessons, their own versions of textbooks, group and individual work.

The resources available on the Platform are created in line with the standards of the Web Content Accessibility Guidelines (WCAG). Thus, they can be used by pupils with special educational needs. The Platform contains, for example, resources in an easy and accessible language, in the Polish sign language and in the Ukrainian language.

The Platform also hosts a page ‘School for You’ (Szkoła dla Was) with a section ‘Preparatory Units” (‘Oddziały przygotowawcze’) (available in Polish only). It provides resources and links to free textbooks and educational resources for teaching Polish as a foreign language to children and young people, and information on fee-free Polish and English language classes for people from Ukraine.

The Platform also enables users to:

• create their own e-resources, using a creation tool;
• edit resources available on the website for their own needs, using a so-called ‘portfolio’ mechanism;
• make e-resources available to other users and check results;
• have communication in real time between teachers and pupils;
• create their own videoconferences and post links to meetings scheduled in a calendar.

The resource database and functionalities are being developed on an ongoing basis.

Primary school pupils are provided with free textbooks, educational resources and exercise books.

Schools receive a targeted State-budget subsidy to provide primary school pupils with free textbooks, educational resources and exercise books. The amount of a subsidy may be increased for pupils with disabilities. The value of the index increasing the amount of the subsidy is determined in the regulations issued by the minister responsible for school education.

(Regulation of the Minister of Education and Science of 25 March 2022 on the targeted subsidy provided to schools for textbooks, educational resources and exercise books in 2022 / rozporządzenie Ministra Edukacji i Nauki z dnia 25 marca 2022 r. w sprawie udzielania dotacji celowej na wyposażenie szkół w podręczniki, materiały edukacyjne i materiały ćwiczeniowe w 2022 r.

Textbooks, educational resources, exercise books and supplementary books adapted to educational needs and psychological and physical abilities of pupils are co-financed by the State budget.

This is done through:

• granting a targeted subsidy;

• awarding contracts for the development, production and distribution of textbooks, educational resources and exercise books or supplementary books or their parts, financed by the minister responsible for school education.

When commissioned by the minister responsible for school education, textbooks, educational resources and supplementary books adapted to the needs of pupils with disabilities (in the Braille alphabet for blind pupils, with large print for pupils with visual impairment, and in the Polish sign language for pupils with learning and communication difficulties) are available for free download from an IT system.

(information on textbooks, educational resources and exercise books for pupils with disabilities on the website of the Ministry of Education and Science, available in Polish only)

Pupils with disabilities who have a statement of special educational needs (SEN statement) and attend a post-primary school can receive financial support to buy textbooks, educational resources and exercise books adapted to their educational needs. It is provided under ‘The government programme for disabled pupils: financial support for the purchase of textbooks, educational resources and exercise books in the years 2020-2022’ (‘Rządowy program pomocy uczniom niepełnosprawnym w formie dofinansowania zakupu podręczników, materiałów edukacyjnych i materiałów ćwiczeniowych w latach 2020–2022’) (information on the website of the Ministry of Education and Science available in Polish only). Work is underway on a new edition of the programme for the years 2023‒2026 (draft regulation available in Polish only).

Rehabilitation-and-education classes / activities

Children and young people with a profound intellectual disability attend compulsory one-year preschool preparatory classes and participate in full-time and part-time compulsory education in the form of rehabilitation-and-education classes / activities. Such classes / activities are conducted in a group or on an individual basis. They may also be conducted in mainstream nursery schools and schools, but not for disabled and non-disabled peers jointly.

Rehabilitation-and-education classes / activities for children and young people with a profound intellectual disability can be organised:

• from the beginning of the school year in the calendar year in which the child reaches the age of 3;
• until the end of the school year in the calendar year in which the pupil / learner reaches the age of 25.

Rehabilitation-and-education classes / activities are conducted as prescribed in a SEN statement:

• on an individual basis;
• in a group.

Group classes / activities are conducted in groups of 2 to 4 pupils / learners.

Classes / activities are conducted on an individual basis or in a group and are always based on an individualised programme.

Rehabilitation-and-education classes / activities aim to:

• support children and young people with a profound intellectual disability;
• develop their interest in the environment;
• develop, insofar as their abilities allow it, their independence from other people in everyday life.

In particular, such classes / activities focus on:

• learning to make contact with others in a way suited to participants’ needs and abilities;
• shaping the way of communication with the environment at a level suited to individual abilities of participants;
• kinesiotherapy and psychomotor education developing gross and fine motor skills; developing body and spatial orientation;
• preparing participants to gain optimal independence in everyday life;
• developing participants’ interest in the environment, multi-sensory cognition of the environment; learning to understand its changes; developing skills necessary to function in the environment;
• developing the ability to co-exist in a group;
• learning to take intentional action suited to the age, abilities and interests of participants and their level of activity.

Teachers conducting classes / activities, in cooperation with psychologists and, where necessary, other specialists working with children and young people, develop individualised programmes based on an assessment / diagnosis and recommendations made in a statement identifying the need for rehabilitation-and-education classes and the observation of pupils / learners.

Progress made by children and young people with a profound intellectual disability who attend rehabilitation-and-education classes / activities is periodically assessed. The rules of assessment are the same regardless of the type of educational institution conducting such classes / activities.

Each pupil / learner attending such classes / activities has a separate observation sheet where teachers record information about:

• changes in gross motor skills (posture, locomotion and motor coordination);
• changes in fine motor skills (coordination of arm movements, visual-motor coordination, manipulation);
• activity initiated independently by the pupil (non-directed activity);
• focusing attention during spontaneous activity (when playing and performing tasks), including the attention span;
• collaboration in various situations, including its duration;
• learning new skills (pace, permanency, degree of difficulty);
• dominant mood and emotions;
• readiness for contact (kinds and directions of contacts);
• self-service skills;
• participation in cleaning activities;
• problem behaviour (description of problem behaviour and situations where it occurs, teacher’s response to problem behaviour, changes in behaviour);
• ways of communicating;
• other significant behaviours.

At least twice in a school year, teachers conducting classes / activities carry out a periodic assessment of the pupils’ functioning, which is based on class documentation, including an individualised learning programme. Where necessary, they modify the individualised programme of classes / activities.

In the school year 2022/2023, 7,861 pupils / learners participate in rehabilitation-and-education classes / activities.

(Regulation of the Minister of National Education of 23 April 2013 on the conditions and organisational arrangements for rehabilitation-and-education classes for children and young people with a profound intellectual disability / Rozporządzenie Ministra Edukacji Narodowej z dnia 23 kwietnia 2013 r. w sprawie warunków i sposobu organizowania zajęć rewalidacyjno-wychowawczych dla dzieci i młodzieży z upośledzeniem umysłowym w stopniu głębokim).